2002santa catarina, br, nikos mattheos nikos mattheos centre for oral health sciences, malmö,...

2002 Santa Catarina, BR, Nikos Mattheos

Nikos MattheosNikos MattheosCentre for Oral Health Sciences, Centre for Oral Health Sciences, Malmö, SwedenMalmö, Sweden

The Virtual Classroom!The Virtual Classroom!Fact and mythFact and myth

University of MalmöCentre for Oral health sciences

•Dentists

•Dental Hygienists

•Dental Technicians

•Biological Research

•Health Informatics Research

The e-team !!!

Rolf Attström,

Professor,

Malmö

Anders Nattestad, Assoc. Professor, Copenhagen

Nikos Mattheos,Res. Associate, Malmö

Martin Schittek, Res. Associate, Malmö

Cris. Ramseyer,

Res. Associate,

Lorenza Canegallo,

Res. Associate,

Daniel Cerny,

Res. AssociatePrague

Cyber learning communities

Internet classroom

Virtual Learning Environments

Integrated Distance Learning Environments

e-learning

Web - based learning

Virtual Classrooms

Virtual Seminar rooms

Student – tutor

Student – student

Student – learning resources

In the Classroom…

students

Learning resources

Interaction

The network environment that can facilitate similar kinds of interaction as in

a physical classroom.

Students

Teachers

Rolf Attström, DDS, PhDProfessor Centre for Oral health Sciences, Malmö, Sweden

CV Homepage e-mail links

Anders Nattestad, DDS, PhD Associate professor, School of Dentstry, University of Copenhagen

CV Homepage e-mail links

Students

Teachers

Admin.

Course syllabus

Calendar

On-Line Registration

Addressbooks

Admission requirements

Students’ progress

Students

Teachers

Admin.

Examinations

Learning Golas

Competence and knowledge aquired

Knowledge still to be aquired

Progress in time

Comparisons?

Portfolio

Students

Teachers

Admin.

Bar !Bulletin board

Virtual beers

Homepages

SMS service

Portfolio

Asynchronous communication tools

Synchronous communication tools

Sharing of programmes and documents

On-line libraries, Search engines

Special tools and CAL programmes

Audio telephone conference as has been used since 1960s:

Audiovisual teleconference:

•Integrated environment

•Simple equipment

•Affordable cost

Interaction in a typical teleconference session:

A Virtual Classroom allows the individual

student or professional to access the whole learning process from the comfort

of his/her home, with only a standard PC and a

reasonably fast Internet connection.

How do we build a Virtual Classroom?

•The expensive way..!

•The less expensive way..!

•The least expensive way..!

The expensive way..!

Server Programmers Time

Very high cost

expert maintennance needed

Don’t re-invent the wheel!

-Tailor made

Share or Sell ?

How do we build a Virtual Classroom? The less expensive way..!

Aymetrix LibrarianBlackboardCentra.comConveneEmbanetCursusEduprice.comFirst Classe.College.comIMserriesIntraLearn Integrated Virtual Learning Environment (IVLE)Serf

LUVITSymposiumSoftarcTopClassThe Learning ManagerLotus Learning SpaceVirtual Workspace Virtual U WebCTWebMentorWebboards

Some commercial Packages:

The less expensive way..!

Commercial packages:

Easy interface

Technical support

+Limited adjustability in technology and method

Need of expert maintenance

Cost ?

The least expensive way:

Web communities Messenger service

Discus

ACOLAD

salon bureau personnel amphithéâtre salle du séminaire salle des professeurs….

2002 Santa Catarina, BR, Nikos Mattheoshttp://acolad.u-strasbg.fr

The alternative way:

Do it yourself..!

Costs time

Limited control over freeware services

Need of evaluation of all offered options

Need for alternatives

-0 cost! (?)

Reasonably adjustable

Easy to support

Functional

Students

Teachers

Admin.

What now?

Audioconference

On-line library

E-mail

Web boards

Search engines

Multimedia

THE SOUP MODEL !

Doing some researchDoing some research

• Great ! Increased interaction, higher test results up to 20%, high acceptance of the media, team spirit, learning in less time.

• Not so good… Lower interaction, student frustrations, inferior results, decreasing acceptance during a course.

•Potential - limitations

Some research resultsSome research results

• Similar test scores

•Better accommodate students’ diversity

•Reaching the ”unreachable”

•Added value to in-campus teaching

•Factors of importance

Factors of importance in a Virtual Classroom

Before the course:

• the course determines the media – not vice versa.

•students and tutors must handle the technology

•Strict time planning – inform students and tutors on the time they must allocate to the course.

During the course:

• New media – new methods! Employ active learning PBL, DKN

•Groupwork, team spirit, distribution of roles, peer evaluation.

•Explore the limitattions of the learning tools. Async. – Sync. Communication contribute in different ways.

•Don’t exclude personal contact.

•Continuos technical assistance

•Adjust the Virtual Classroom to the needs of participants.

•Emphasise on the feedback.

After the course:

• Peer evaluation.

• Continuos evaluation of all stages

•Study the interaction – assess facts and figures

Future trends:

• Reliable and affordable technology

• Wide variety of tools for development

• Wide variety of courses available

• More demanding learner

Would you pay £50 for a computer based continuous education module ? • 1993: 50% •1994: 60%. •1995 37% •1998

(David Polard et al, 1999):

5% with the vast majority drawing the line at £20.

• Reliable and affordable technology

• Wide variety of tools for development

• Wide variety of courses available

• More demanding learner

Future trends:

• Methodological framework – Evaluation framework

• ”Smart” database driven web applications will undertake important part of the interaction

Anders Nattestad, Associate professor, School of Dentistry, University of Copenhagen

e-nthusiasts !

e-fraid …

2002santa catarina, br, nikos mattheos nikos mattheos centre for oral health sciences, malmö,...

expensive way

swedenthe virtual classroom

physical classroom

learning process

alternative way

phd associate professor

phd professor centre

individual student

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